Sheddingdean Community Primary School

What Ofsted said

From the inspection on 2 June 2026

Pupils feel safe in this welcoming school. Staff build positive relationships and establish clear routines that help pupils settle quickly. Pupils understand the school’s values and the behaviours expected of them. They are polite and respectful around the school and typically move calmly between activities. However, behaviour in lessons is less consistent. At times, some pupils lose focus, leading to low-level disruption that affects learning. Pupils enjoy a broad range of subjects and engage well in some lessons. However, pupils do not consistently remember important knowledge over time. This limits how securely they build on prior learning. Writing is not taught consistently well and some pupils, including those who are disadvantaged, do not achieve as well as they could. By the end of Year 6, some pupils are not fully prepared for the next stage of their education. Attendance remains too low for some pupils, particularly those who are disadvantaged. This interrupts learning and contributes to gaps in knowledge. Pupils with special educational needs and/or disabilities feel supported, particularly within the specialist provision, where staff understand their needs well. These pupils engage positively and take part in activities. However, this support is not consistent across the school. Some pupils do not receive the adaptations they need, which limits how well they engage with learning and develop independence. Pupils contribute to school life through leadership roles and pupil voice opportunities, which build their independence and sense of responsibility. Many take part in clubs, trips and events that broaden their experiences and help them develop confidence. These opportunities support pupils to become thoughtful and responsible individuals, and they develop an understanding of respect and difference through their interactions with others.

What the school should improve

• Leaders should check that staff identify pupils’ needs accurately, understand the barriers to their learning and act swiftly to address these so that pupils achieve well.
• Leaders should ensure that teachers check pupils’ understanding consistently well across the curriculum and make timely and precise adaptations to address misconceptions, close gaps in knowledge and help pupils learn the curriculum securely.
• Leaders should ensure that teaching enables pupils to build securely on their early letter formation so that they develop fluent, accurate and legible handwriting over time.
• Leaders should continue to implement and review their attendance strategy so that attendance improves and is consistently high for all pupils, including those who are disadvantaged.

Read the full Ofsted report (opens in a new tab)